Reflection and exchange process

1
Reflection and exchange process

• Scenario-based method

2

• Through the organisation of a dedicated workshop
  at the early stages of the project, a reflection
  and exchange process will be initiated among
  project partners working on pedagogical design
  and invited experts, who will continue to
  communicate electronically towards carrying out
  an analysis and study of the pedagogical
  specifications for the COLLAGE service, including
  a series of specific mobile learning scenarios
  and the corresponding lesson plans.

3

• Participants will continue to communicate
  electronically after the workshop towards
  carrying out an analysis and study of the
  pedagogical specifications for the COLLAGE
  application, including a series of specific
  mobile learning scenarios and the corresponding
  lesson plans. The learning activities will be
  designed on the basis of a learning-game
  approach, which is extremely motivating for
  secondary school students learning

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Reflection and exchange process

• Discuss learning scenarios (round tables)
• Pedagogical and technological considerations
• Plan for implementation
• Plan for evaluation
• Existing applications, state-of-the art
• Pedagogical considerations (morning workshop)
• Technological considerations (afternoon workshop)
• Impact of state-of-the art on COLLAGE project
• Technological impact
• Pedagogical impact
• and after the meeting what? How?

5
Round tables

• Partners are arranged in four groups according to
  their collaboration in the project
• they will discuss and plan the common issues of
  their work
• The outcome of the group discussion will be
  presented in the panel that follows

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Round tables the aim

• Share common understanding of the COLLAGE
  objectives and goals
• Work with learning scenarios in order to
  understand how each partners work fits into the
  overall picture
• Get to know each others competences and
  background

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Round tables (1130 -1215)

• Room 1
• Pedagogical framework
• WP1 Development of the COLLAGE pedagogical
  framework
• BfBWK (AT), UoB (ES), Nesta (UK), Växjö (SE)
• Reflection and exchange process
• Teachers?
• Mobile learning scenarios / lesson plans/
  learning-game approach
• Analysis and study of the pedagogical
  specifications

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Round tables (1130 -1215)

• Room 2
• Implementation in school environment
• WP3 Implementation and test of the COLLAGE
  pedagogical framework
• EA (GR), VBC (DK),BGS (AT), Forthnet (GR),
  MIKSIKE (EE)
• Teacher training seminars
• Real school settings
• Students to use mobile technology in everyday
  school activities
• Re-design based on feedback

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Round tables (1215 -1300)

• Room 1
• Technological framework
• WP2 Adaptation and integration of the COLLAGE
  technologies
• Forthnet (GR), MIKSIKE (EE)Nesta (UK), Växjö (SE)
• Reflection and exchange process
• Teachers?
• Analysis and study of the technological
  specifications
• Integration - delivery of technology

10
Round tables (1215 -1300)

• Room 2
• Evaluation Validation
• WP4 Pedagogical evaluation of the COLLAGE service
• BfBWK (AT), UoB (ES),EA (GR), VBC (DK),BGS (AT)
• Effectiveness and efficiency of learning
  technology (measures?)
• Evaluation will be pedagogically informed
• Evaluation design/Questionnaires, interviews,
  field visits/Analysis
• WP5 Validation of the COLLAGE case studies
• BfBWK (AT), UoB (ES),EA (GR), VBC (DK),BGS (AT)
• Study of case studies
• Best practices of mobile learning
• Presentation to large audiences

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Learning scenarios

• History Learning (monument visit)
• Museum visit
• Career Guide
• Emergency crisis management
• A news portal

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Learning everywhere

• History Education a visit to Acropolis
• students get information (drawings, historical
  events, etc) about the monument
• the history teacher has uploaded information to
  the database earlier
• students capture moments of their visit with the
  camera of the device
• students upload photos for future reference.

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Learning in a playful way

• Students visit the
• Benaki museum
• they take pictures and notes
• they participate in several games, e.g. treasure
  hunting
• they communicate with the class mates who did not
  attend the visit.

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Career Guide for schools
15
Crisis management
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Building a news portal
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Learning scenarios

• Presented with a common structure
• Context
• Goal
• Action

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Which scenario?

• Criteria for choosing a scenario
• Pedagogical and technological consideration
• Game and fun
• Innovative
• Appropriate for target group
• Feasibility
• Cost and sustainability

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Why this scenario?

• Students learn to gather data from all over
  around them and interpret it as information
  useful for learning, either on their own, or,
  most importantly, through face-to-face and
  virtual collaboration with their peers.
• Students, together with and supported by their
  teachers, learn how to acquire, create, use and
  re-use e-learning content
• Learners and teachers, can co-create and manage
  rich e-learning content effectively, efficiently,
  and innovatively.
• Learners and teachers are given the opportunity
  to do things differently than they would do
  within the classroom

20
Learning everywhere

• History Education a visit to Acropolis
• students get information (drawings, historical
  events, etc) about the monument
• the history teacher has uploaded information to
  the database earlier
• students capture moments of their visit with the
  camera of the device
• students upload photos for future reference.

Innovation ? Game ? Secondary ? Didactical
? Feasible ? Costs and sustainability ?
21
Learning in a playful way

• Students visit the
• Benaki museum
• they take pictures and notes
• they participate in several games, e.g. treasure
  hunting
• they communicate with the class mates who did not
  attend the visit.

Innovation ? Game ? Secondary ? Didactical
? Feasible ? Costs and sustainability ?
22
Analysis and study of the pedagogical
specifications

• Presentation of existing relevant projects
  following the structure
• Didactical aims
• Technical possibilities and standards
• Project results and experiences
• Connecting factors to the COLLAGE project
• Future aspects